Ethical and Racial Conflicts in Urban-Based Action Research

Abstract

Through the use of a case study of a joint faculty-student research project, this paper discusses how community-based action research, policy analysis, and community organizing can be synthesized in work with low-income communities. It outlines potential implications of this synthesis for both community practice and social work education.     

Child Abuse Prevention During Infancy: Intervention Implications for Caregivers' Attitudes Toward Emotion Regulation

Increasing numbers of states are in the process of passing laws requiring all new parents to receive educational materials to prevent shaken baby syndrome (SBS). These laws create powerful opportunities to reach large numbers of families with an important prevention effort. Results from the effort to raise SBS awareness described here indicate that not only is the content of SBS prevention (e.g., consequences of shaking; emotion regulation/coping skills; safety planning) an important consideration; so too is the approach any given prevention program utilizes. By incorporating social work theory on family-centered practice, social workers, home visitors, and other prevention professionals strengthen the likelihood of having a meaningful impact on caregivers' safe strategies for coping with the frustrations of caring for an infant.     

Communication Patterns and Direct Social Work Practice with Latinos in the U.S.

Abstract

Although Latinos in the United States are projected to become the largest ethnic and cultural population by the 21st century, there continues to be a paucity of literature on the heterogeneity of this population. This article presents a brief perspective of Puerto Ricans in the U.S. including elements of its cultural value system and its relevance to culturally based differences in patterns of communication. The author identifies several cultural values, how they interface with different patterns of communication among Puerto Ricans and implications for direct social work practice.     

Gay,Lesbian, Bisexual,and Transgender (GLBT) Elders

Abstract

Current gay, lesbian, bisexual, and transgender (GLBT) individuals age 65 years and older grew up before the Gay Rights movement. They have learned over many years to hide their identities in order to avoid discrimination and ridicule. Unfortunately, this secrecy has led to the near invisibility of the elder GLBT population and to poor health and service access. This paper reviews what we know about GLBT elders, describes some of the unique strengths they bring to the aging process, and outlines some of the challenges they face. Micro, mezzo, and macro practice implications are suggested.     

红色文化在建设小康社会中的价值功用

麦金太尔对于德性伦理学的重述依赖于一种以实践概念为基础的目的论。这种目的论认为,人类目的就是实现内在于实践的善。实践概念必须参照叙事提供的背景条件才能获得其可理解性。能够提供这种背景条件的叙事就是追寻叙事,追寻叙事把人类生活描述为追寻善的统一体,人类的传统在这一叙事中完成了更替。这种叙事呈现了实践的历史,而实践的历史就是传统。麦金太尔对叙事和传统的强调使其德性伦理学带有强烈的历史主义倾向。     

Teaching Clinical Social Work Skills Entirely Online: A Case Example

While numerous disciplines have eagerly embraced innovative educational technology, many social work educators have not been among early adopters. Social work's focus on the human connection and hands‐on practice skills can seem antithetical to technology‐mediated education. Nevertheless, social work programs are implementing distance learning and Internet‐mediated courses, and some schools are offering entire social work courses online. Leading the way in this regard is the Florida State University College of Social Work, which has developed and implemented the first CSWE‐accredited, entirely online Master of Social Work program. The purpose of this paper is to describe the development, design, and implementation of one skills‐based clinical course in this program, with the goal of sharing information in a way that will further the discussion of the risks and benefits of online education as well as provide guidance for educators who may be interested in developing a skills‐based online course in the future.     

Preparing the next generation of researchers

This paper examines the needs of new and future social work researchers in the light of the overall aims of this particular project. The author is an aspiring ‘new’ researcher and will examine her own personal experience, to date, of being part of a postgraduate research programme in order to clarify how we might best ensure that the next generation of researchers can contribute to the strategy which is being developed. The paper reviews the author's experience of research training to test its adequacy in preparing the next generation to meet the demands required and in consideration of current professional develop ments around social work and social care. The paper will also consider who will be the members of this next generation and how the future agenda for the profession might potentially contribute to the development of a sound professional knowledge base and also influence the wider social science debate. The conclusions of this paper will draw together a number of key issues that have been highlighted so far and give a perspective on these which links values, knowledge and skills in ways which might usefully promote further debate and constructive resolution.     

The Clinical Aspects of Case Management and its Role in Graduate Field Education

In graduate social work education, faculty advisors together with practice instructors can improve social work students' skills to link the practical aspects of ‘work responsibilities’ to the clinical underpinnings of case management. Often students are taught the direct services (case management) with a view solely focused on the practical aspects of care, and this curtails the students' opportunity to learn the clinical interventions that exist in all components of social work: to identify, understand and apply clinical dynamics to presenting problems. The authors discuss their work in addressing case management from a clinical perspective with MSW students and recommendations for its inclusion in graduate social work programs.     

Critical social work and competency practice: a proposal to bridge theory and practice in the classroom

Social work education in North America is increasingly focused on competency criteria and micro skills training for future practitioners. Market forces are transforming the nature of social work practice in Canada, and social work regulators are concerned about the lack of evidence-based competencies in social work education. Since the Controlled Act of Psychotherapy was proclaimed in 2017, social work practitioners are in a position to offer psychotherapy services; as a result, universities are under greater pressure to shift to competency-based learning that meets the requirements of a regulated profession. This has raised concerns about the narrowing focus on critical social work theory in preparing students for practice. The divergence between anti-oppressive and direct practice schools is widening with the result that many students have difficulty bridging the gap between critical theory and competency-based practice. This paper attempts to integrate both traditions by offering students a course that directly links critical analysis of structural barriers and client centered interventions. The course is part of a developing critical competency curriculum that focuses on methods of facilitating empowerment and change in the helping process by articulating key relational components between service user and practitioner from a critical-competency perspective.     

Effective assessment: a key knowledge and skill for a sustainable profession

Assessment is an essential element of social work practice. However, by trying to realize the so-called triple-mandate of social work, professionals and students on qualifying training sometimes struggle to consider simultaneously client and organizational aspects, and to embrace both outcome-orientation and process-orientation. Societal requirements focus on outcomes and standardized procedures whereas client’s needs require individualized and situationally appropriate consideration. The tensions are more acute with demands for rigorous professional decision making based on evidence, with increased attention to risks. Multiprofessional working has many benefits for clients, but places new demands on social work assessment. Current models are limited in embracing these tensions, and more integrated models are required. Established frameworks together with practice and teaching experience are applied in this paper to extend the traditional Taylor and Devine model to address these contemporary challenges. Elements of a new model (ALOHA) have been trialled on professionals as well as students on qualifying social work training. Such robust assessment models synthesized from theory, research, and best practice are essential to meet contemporary practice challenges, maintain public credibility, and sustain social work internationally.