The client as learner and the clinician as teacher: Working with an educational lens

This article highlights the social worker's role as educator and how that role relates to clinical practice. The educational component of practice is not grounded in a substantial theoretical, research, or practice literature, and yet teaching is a nascent role for most clinicians. For the most part, the educational aspects of clinical practice have languished, at least from a theoretical perspective, in the shadow of therapy. In this paper we advocate for developing and articulating the clinician/teacher role in order to support effective use of the learning relationship as a dynamic and necessary means for assisting clients in managing life transitions, developmental challenges, and adversity. We propose the use of an educational lens derived from the fields of education, developmental psychology, and cognitive science, to provide perspective from which the client is viewed as learner, and the client‐work relationship is seen as an educational transaction. We highlight the transformative power of educational transactions that we think are as significant as primary caregiving, and also provide a working definition of education as it is used in clinical teaching‐learning relationships. And finally, we elaborate on the range of purposes education may serve in social work practice.     

Building an Institution Second to None: Dr. Inabel Burns Lindsay—A Social Work Leader in the Academy

ABSTRACT

This article describes Dr. Inabel Burns Lindsay's leadership as the founding dean at Howard University School of Social Work during her 30 years of service from 1937 to 1967. It chronicles her efforts to build the School as well as her efforts to highlight social injustices of the time. Her lifelong efforts promoted the inclusion of African American social workers in the workforce and the need to understand sociocultural factors in working with different ethnic and racial groups. As a female dean, Dr. Lindsay was an avid promoter of social justice and a prolific writer and speaker on the topic. This article introduces the reader to this under-recognized social work pioneer, with emphases on the challenges of her time and her leadership style.     

Kinship care: Two case management models

Children in the care and custody of the state are increasingly placed with kin rather than in unrelated foster homes. Current estimates suggest that 400,000 children are in kinship care arrangements, with a projected increase to over a half million by 1995 (Center for the Study of Social Policy, 1990). This article provides an overview of the trend toward increasing use of kinship care for foster children and the reasons for this development. It then presents the case management models currently used in kinship care cases by two large public child welfare agencies, and it concludes with discussion of these models and their implications.     

Responses of children and adolescents to a fire in their homes

House fires are a common occurrence in the United States, often happening as isolated, personal disasters. This qualitative study examines the responses of 12 children, ages 6 to 17, who were survivors of 12 separate home fires in a Mid-Atlantic city. Two thirds of the families involved were single-parent families receiving public welfare. Children were interviewed between three and four months after the fire. Nine categories concerning the fire experience and its aftermath were identified: exposure, loss, displacement, attribution, stress responses, changes in relationships, self-report of changes in behavior, child's perception of parent's stress and child's view of adulthood and the future. Psychosocial themes that emerged included a sense of fear and blame, sleep disturbances, and a sense of vulnerability. Parents rated their children on a quantitative measure of behavior and social competence. The behavior rating scale revealed that half of the parents rated their child's adjustment after the fire as not normal. Children's reactions to larger-scale disasters are indicated. Implications of these findings for social work practice are discussed.This study was supported by a grant from the Hassel Foundation, Philadelphia, PA.     

It takes a village to raise a child: A model of training for prevention of youth abuse of alcohol and other drugs

Regional Prevention Centers in Massachusetts established a training of trainers model to help communities prevent youth from the early use of alcohol and other drugs. The curriculum, called It Takes a Village to Raise a Child, teaches interested adults about prevention, empowers them to be positive role models, and helps them teach children skills that will strengthen resistance to alcohol and other drugs. The success of the program lies in its egalitarian climate for learning, its adaptability to different problems and populations, and its enhancement of communities' sense of responsibility for all children.Assistant Professor, Simmons College, School of Social Work.     

Kinship care: Two case management models

Children in the care and custody of the state are increasingly placed with kin rather than in unrelated foster homes. Current estimates suggest that 400,000 children are in kinship care arrangements, with a projected increase to over a half million by 1995 (Center for the Study of Social Policy, 1990). This article provides an overview of the trend toward increasing use of kinship care for foster children and the reasons for this development. It then presents the case management models currently used in kinship care cases by two large public child welfare agencies, and it concludes with discussion of these models and their implications.     

Education in the Responsible Conduct of Research in Psychology: Methods and Scope

In this mixed-method study of education in the responsible conduct of research (RCR) in psychology, phase one survey respondents (n?=?141) reported that faculty and students were familiar with RCR standards and procedures to educate them were believed to be adequate. However, educational methods varied widely. In phase two, seven survey respondents completed in-depth interviews assessing RCR training and education and research review procedures. Educational methods through which RCR content was presented included the following ones: traditional (lectures), technical (web-based), and experiential (internships), but RCR was often minimally considered in the formal curriculum. Our results suggest that psychology training programs might benefit from more formal consideration of RCR education and training in the curriculum.     

A Culturally Competent Family Enhancement and Empowerment Model for African American Parents

The National Association of Social Worker's Standards for Cultural Competence (2002 National Association of Social Workers. 2002. NASW standards for cultural competence in social work practice, Washington, DC: Author.  [Google Scholar]) mandates social work practices that recognize the cultural preferences of different groups in the United States. The NASW Code of Ethic (1996 National Association of Social Workers. 1996. Code of ethics, Washington, DC: NASW Press.  [Google Scholar]) states that social workers have a responsibility to understand culture and its function and to further recognize the strengths that exist in all cultures. This article addresses the void in the social work literature on culturally based and strengths‐oriented family interventions for African American parents. The article describes a culturally competent intervention model developed by the MAAT Center for Human and Organizational Enhancement, Inc. in Washington, D.C. for parents of African American male youths who live in high‐risk environments. The family enhancement and empowerment model (FEEM) is based on Africentric social work principles that are grounded in a strengths perspective. The article describes the FEEM program, including a discussion of practical strategies for building trust and offering support to African American parents and families.