Social Work Practice and Education in the US and Canada

This paper discusses shared origins and differences in the social work professions and education programs in the United States and Canada. Consideration is given to how the social work professions in the two countries attempt to resolve the possible inherent conflict between an emphasis on dealing with problems of individuals, with intervention approaches such as casework and therapy, and an emphasis on addressing the problems of society, with social reform intervention approaches. The paper also discusses social work employment in the U.S. and Canada and the structure of social work education in both countries, including consideration of how the profession is legally regulated in each country.     

Thinking ‘Outside the Box’: A New Approach to Integration of Learning for Practice

The integration of learning is a central goal for all professions. The question of how to bridge the gap between theory and practice, and between the classroom and the field, is one which has preoccupied social work education since its very beginnings in universities in the United Kingdom and the United States in the early twentieth century. Between 2003 and 2005, the Scottish Institute for Excellence in Social Work Education funded a project which piloted a new approach to the integration of learning for practice. This paper reports on the findings of that project, and suggests ways of taking its findings forward in the future.     

Grasping the Nettle: Integrating Learning and Practice Revisited and Re‐imagined

This paper reports on findings from a practice audit and literature review into Integration of Learning for Practice, conducted in Scotland between November 2003 and February 2004. Findings from the practice audit suggest that although the integration of learning is one of the key aspirations of social work education, and there are many different approaches currently in use which attempt to enhance learning integration, students, practitioners, service users and social work lecturers all agree that more needs to be done in this area. The review of literature indicates some ways in which this might be taken forward. The paper concludes that for integration of learning for practice to succeed, we need a re‐imagining of the traditional boundaries between field and classroom, and practice teacher and social work academic.     

A plan for helping to identify men psychologically unadapted to military service 1

Social workers increasingly practice in medical settings; however, there are few applications of clinical practice theories at their disposal. Using fictional composite cases based on the writers’ experiences in medical social work, the authors illustrate how clinical practice theories can be used in the assessment and treatment of Veterans. These cases illustrate real world applications of clinical practice theories for what is often seen as task-oriented work. The authors place case management or casework in medical settings within the confines of clinical social work and suggest clinical practice theories have important applications to these efforts.     

State Policy Choices and Responsiveness of the Temporary Assistance for Needy Families Program During the Great Recession

ABSTRACT

The Great Recession that officially began in December 2007 and ended in June 2009 was the most severe recession since the Depression of the 1930s. To accurately explain the number of families and children receiving cash assistance from Temporary Assistance to Needy Families (TANF) during the 2007 recession, it is important to capture state-level variations in recessionary periods, economies, and TANF policies. This study breaks ground by using multiple regression to explain the number of families enrolled in the TANF program when the TANF caseload peaked in each of the 51 jurisdictions’ recessions as a function of their severe TANF policies while controlling for benefit levels, unemployment rates, and size of populations. Key findings strongly suggest that all else constant, TANF did not grow as much as it would have in the 2007 recession partially due to shorter lifetime limits (less than 60 months) or temporary time limits, multiple severe policies, or benefit cuts witnessed in some states. This study is important to policy makers and academics concerned with the effect of severe policies on the enrollment of needy families with children in the TANF program. The federal government should encourage states to relax some of their requirements during recessions. Future research should examine the consequences of severe TANF policies on the well-being of families with children during recessions.     

Guerrilla USA: The George Jackson Brigade and the Anticapitalist Underground of the 1970s

The purpose of this profile is to address the Spanish 15M movement from a gender perspective, focusing, on the one hand, on the role played by feminist demands within it and, on the other, on how feminism may have contributed to the 15M, its internal debate and its further developments unfolding in the current Spanish political context. In order to do that, we first explore how feminist demands were initially received in the camps and the reactions they raised among the media and citizenship. Second, we tackle how this case of overlap between a larger group and feminist groups is different from previous collaborations and confrontations. Finally, we focus on how the 15M movement has transformed (or not) as a result of feminism and the implications of this process towards rethinking the role of feminism within contemporary Spanish politics.     

Social and family responsibility or self-interest?

Mothers’ increasing labour market participation is posed as a key aspect of a growing trend towards individualization — both for ill and for good. In ‘for ill’ versions, mothers’ employment is regarded as undermining commitment to family relationships and leading to a loss of community. In ‘for good’ versions, family and community relationships become contingent upon values of equality and respect. ‘Preference theory’ modifies the individualization thesis, with a posited distinction between mothers in full-time employment with ‘work-centred’ identities and those with part-time work who want ‘adaptive’ or ‘home-centred’ identities. This paper examines such issues, drawing on qualitative case study research on mothers employed full and part time in a hospital and an accountancy firm in the UK. It considers how the variable work ethos of organizations, and the ways mothers engage with these, can interact with their engagement in family and community relationships. In particular, it suggests that employment can be as much about social obligation in a local community, and commitment and obligations to family, as about individualized self-provision and options.     

GENDER DIFFERENCES IN THE PSYCHOLOGICAL WELL-BEING OF MARRIED MEN AND WOMEN: An Asian Case

Using a wide variety of measures of psychological well-being obtained from a representative sample of married men and women in Bangkok, Thailand, we examine gender differences in psychological well-being. We find that, in Bangkok, as in the United States, married men generally enjoy a higher level of psychological well-being than do married women. We find no support for role strain theory, but we do find support for role enhancement theory. We find that social support has little effect on psychological well-being, but that social strain not only has a significant effect on well-being but also largely accounts for gender differences in well-being. The mixed findings suggest the importance of testing theories in different societal contexts, for they may or may not be easily portable from one culture to another.     

Elementary statistics laboratory

Students in elementary statistics traditionally see experiments and data as words and numbers in a text. They receive little exposure to the important statistical activities of sample selection, data collection, experimental design, development of statistical models, the need for randomization, selection of factors, etc. They often leave the first course without a firm understanding of the role of applied statistics or of the statistician in scientific investigations. In an attempt to improve elementary statistics education, we have developed a statistics laboratory similar to those of other elementary science courses. We will discuss our experiences in teaching a laboratory component with the traditional elementary statistics course. In each lab session, students, working in teams, discuss the design of an experiment, carry out the experiment, and analyze their data using Minitab on a Macintosh or MS-DOS based computer. The students then individually either answer a series of short answer questions or write a formal scientific report. The labs are designed to be relatively inexpensive and portable. They do not require a prior background in science, statistics or computing.