Evaluating the outcomes of intensive critical thinking instruction for social work students

Social workers require critical thinking skills to analyse situations which present themselves in the course of professional work and in making decisions about the most appropriate forms of social work intervention. The 4-year Bachelor of Social Work degree at the University of Newcastle, Australia, introduced an intensive instructional unit on critical thinking at the beginning of the final year of the course. The Cornell Critical Thinking Test, the Ennis—Weir Essay Test and a qualitative student self-appraisal were administered to students in the fourth year of the degree prior to the intensive instructional unit on critical thinking and again after the unit had been completed. From the results it was concluded that explicit and concentrated instruction on critical thinking assisted social work students to improve their critical thinking abilities and to identify principles of critical thinking.     

Problem-Based Learning: An Integration of Theory and Field

Abstract

This article comments on the weaknesses of conventional field education models and presents a problem-based learning (PBL) model piloted at the University of Hong Kong. The PB Lprogram has three components: paper cases, skills workshops, and field project. Its aim is to help students integrate social work theories with practice and build their competence in self-directed learning. Findings on the preliminary assessment of the students' learning are reported. The experience was generally positive. The tutors' opinions of how the PBL program can fit in a social work curriculum and contribute to student learning are included, and the author describes the types of support required for model implementation.     

Employment-Based Training on Alcohol and Other Drugs in England: Bridging the Gap

The first of its kind in England, this study explored the extent and nature of employer-based training on alcohol and other drugs for social workers working in children's and adults' services. A national survey of workforce development departments was undertaken to find out how social workers are being prepared by their employers for engaging with people who use alcohol and other drugs. Based on a response rate of 46%, the findings show that a majority of departments (82%) provided training on these issues in the year 2011–2012. However, most of this training was not mandatory. These courses are targeted most often at those working in children's services rather than those in adults' services. Most courses are offered at basic or intermediary level, and content of training is covered inconsistently. These findings suggest a need to increase the priority of alcohol and other drugs' training across adults' services in particular and to make this training mandatory, as well as ensuring that staff have adequate time and incentive to attend. Effectiveness of social care practice for all social care practitioners around alcohol and other drugs use could be improved with more focus on training practitioners how to talk to service users about their substance use.     

Endangered Children: Experiencing and Surviving the State as Failed Parent and Grandparent

The state removes children from ‘failed’ parentsto give them a better experience of parenting. This articleexamines the role that the state plays as parent to young mothersin care and grandparent to their children, drawing on a small-scalestudy undertaken in western Canada using grounded theory methodology.The findings were bleak: the state as parent and grandparentalso fails these children. We consider why this is the caseand make suggestions for ways forward by critiquing the ideologyof familialism that underpins the state’s punitive approachto these young mothers and their children. We also call forpolicies and a practice that enable practitioners to addressstructural inequalities such as poverty and racism alongsidethe capacity to respond to the personal needs of the young womenand their children as young people with dignity and rights.     

The Government of Disability: economics and power in welfare and work

The term government of disability refers to the ways that the lived experiences of people with accredited impairments are contextualised by economics and power in welfare and work. This paper explores how far a multiple perspective that develops a framework of the government of disability and the ontological ambiguity of impairment can take us towards contemporary understandings of disability, impairment and change in the UK.

The term the ontological ambiguity of impairment describes the ways that understandings of impairment have become more ambiguous, contributing to greater insecurities and fragmentation because of key changes in the government of disability. However, I argue that wider explanations of economic and power relationships are also necessary to develop a critical perspective of the contemporary government of disability, economics, and power in welfare and work.     

The Impact of Information System Personnel Skill Discrepancies on Stakeholder Satisfaction

System development efforts depend to a large degree upon how well information systems (IS) managers, IS specialists, and IS users work together in a project team structure. Yet, these individuals frequently work under different perceptions about matters of importance to development, management, and success. This paper introduces a framework for examining IS specialists' skill requirements from a multiple‐stakeholder perspective. Derived from discrepancy theory, the framework concedes that different stakeholders hold a variable set of expectations for IS personnel skill levels as well as a perception of skills held by IS personnel. We examine differences in expectation and performance expressed by each group and describe the impact of the discrepancy on user satisfaction, career satisfaction of IS specialists, and on job performance evaluations by IS managers. Results confirm that a discrepancy between an IS specialist's expectations of skill and their perceived skill self‐proficiency impacts career satisfaction. Similar relations hold for IS managers and users. Since different stakeholders may hold different perceptions, satisfaction of all parties becomes problematic unless a common frame of reference can be determined.     

Students’ Vocational Choices and Voluntary Action: A 12-Nation Study

Previous research on student involvement suggested that business and engineering students manifest lowest rates of voluntary action. Similarly, it was thought that social science students are the most involved in voluntary action, with students of natural sciences and humanities in the middle. However, there were very few studies that empirically compared these assertions. Furthermore, these assertions were not investigated from cross-cultural perspectives. Based on a study of students in 12 countries (N = 6,570), we found that even when controlling for background variables, social science students are actually less engaged in voluntary action than other students. Engineering students are higher than expected on voluntary action while students of humanities are the most involved in voluntary action. When studying these differences in the 12 selected countries, local cultures and norms form different sets of findings that suggest that there is no universal trend in choice of academic field and voluntary action.     

Positive and Negative Spillover from Work to Home: The Role of Organizational Culture and Supportive Arrangements

For today's managers, striking a sound work?home balance is an important matter. In this paper we investigate the relationship between organizational culture and work‐to‐home spillover. Two types of organizational culture, supportive and innovative, were compared with regard to work‐to‐home spillover. We measured work‐to‐home spillover with the help of positive and negative work?home interference measures: negative work?home interference was divided into strain‐based negative work?home interference and time‐based negative work?home interference. A total of 418 alumni of two Dutch business schools completed a questionnaire. The data were analysed by means of confirmatory factor analysis and structural equation modelling. Findings showed that a supportive culture explained most of the variance in positive work?home interference and strain‐based negative work?home interference. The relationships between a supportive culture and positive and strain‐based negative work?home interference were fully mediated by flexible work?home arrangements. Flexible work?home arrangements explained the variance in time‐based negative work?home interference, while no relationship was found between supportive culture and time‐based negative work?home interference. Innovative culture was positively related to positive work?home interference and time‐based negative work?home interference. The outcomes suggest that a supportive culture, expressed in flexible work?home arrangements, can enhance positive spillover from the work domain to the home domain and diminish negative spillover. We suggest that improving the work?home interface may attract and retain valued managers.