Identifying as an evidence-based social worker: the influence of attitudes,access, confidence,and education

This study explored United States-based social workers’ (N = 152) attitudes toward, access to, and confidence in engaging in evidence-based practice (EBP), the extent to which social work education prepared them to engage in EBP, and the factors that contributed to their identification as an evidence-based practitioner. Findings indicated that although practitioners had a positive attitude toward engaging in EBP, they were only moderately confident in doing so, rarely accessed evidence, and were only moderately prepared through their education. Believing that EBP should be implemented, more educational preparation, and positive attitudes contributed to greater identification as an evidence-based practitioner, areas that social work and continuing education should further support to enhance social workers’ EBP skills.     

Whose Responsibility is it? A Call for the Integration of the Knowledge of Substance Misuse in Social Work Education,Practice and Research

This commentary is based on the review of two articles written by Hutchinson and Allnock (2014a; 2014b) presented in this journal issue. The commentary reviews the two articles and other research on the integration of substance misuse in social work education, practice and research. Four lessons are presented in terms of how to enhance the knowledge and skills around substance misuse by creating stronger links between social work education, practice and research.     

Workload of Social Work Academics and Factors That Contribute to Time Spent on Research

This study delineated academic work type and time by examining data from a cross-sectional survey of social work academics (N=392) in relation to their perception of universities’ expectations of workload, actual workload, and factors that contribute to time spent on research. Findings revealed a disconnect between what academics perceived universities expected of them and the actual amount of time they spent on teaching, service, and research. Holding a PhD, teaching fewer classes, and being employed by a university with a PhD program explained 32% of the variance in academics’ time spent on research. The findings point to the need to rebalance the workload expectations across teaching, service, and research. Strategies for supporting workload requirements are provided.     

Research Note—Is Social Work Education a Form of Social Work Practice?

ABSTRACT

The inclusion of social work education as a form of practice has been missing from the debates on the need for a unified definition of social work practice. This Research Note reports the findings from interviews with 20 social work educators who were asked whether social work education is a form of social work practice and were encouraged to elaborate on their response. The qualitative data were analyzed using thematic analysis and revealed five themes. The findings contribute to the debate on the need for clarification among social work authorities in shaping the definition of social work practice and the need to provide a clear stance on the extent to which social work education is a form of social work practice.     

Exploring the Learning Experiences of Students Involved in Community Profiling Projects

This article reports on a collaborative pilot study that aimed to improve final year social work students' capacity to reflect on the learning process through the use of an online journal. The ability to reflect on practice is widely regarded as a key skill in social work and journals are seen as a valuable aid in the process. At the same time, there are legitimate reservations about the authenticity of some learning through reflection, given the difficulties of measurement and the potential for dissimulation. Traditional journaling also has a number of limitations and is open to a superficial approach. Students and the social work teacher in this study found that factors such as immediacy, intimacy and convenience of online access improved both the quality of journaling and its recognition as an authentic learning tool, with life-long applicability. The indications are that reflective practices need to be taught in one academic course only as the processes are highly portable and independent of specific content. Asynchronous online journaling, however, should be accompanied by opportunities for students to engage in interactive activities with their peers in order to consolidate their learning and validate their experiences.     

“Your Agenda Is Our Agenda”: State Legislators‘ Perspectives of Interest Group Influence on Political Decision Making

ABSTRACT

Political decision makers often argue that their agenda is driven by the needs, values, and wants of constituents, yet little evidence exists documenting the transmission of agendas from the constituents to the decision maker. Interest groups play a crucial role in educating political decision makers about issues and persuading their response; therefore, this study begins to explore the transmission of agendas from interest groups to political decision makers by conducting individual interviews with nine state legislators. The results reveal that state legislators view interest groups as essential to making informed political decisions congruent with the constituents' agenda. Implications for practice and research are discussed.     

New Big Men: Refugee Emasculation as a Human Security Issue

Academics and policymakers have conducted a significant amount of research on the physical security and integrity of refugee populations, especially of refugee women and children. That on refugee women has focused on gender‐based violence. This study expands on previous research by employing a human security approach to analyse not only the physical security and integrity of refugees, but also their socio‐psychological well‐being. Specifically, I argue that poor socio‐psychological well‐being actually explains the manifestations of violence against women in refugee camps. To make this argument, I document and explain the emasculation of Burundian refugee men living in Kanembwa camp in western Tanzania.     

大熊猫阴道角化细胞变化的连续监测

对一只旅居美国的青年雌性大熊猫在休情期和发情期的阴道角化细胞变化作了连续监测.结果表明:休情期间低于35%,发情期间平均高于80%.当角化率上升到70%左右时,提示动物发情期开始;上升至90%左右,表明已进入发情高潮期,是配种良机.其结果与尿激素水平和行为表现相比较,三者具有高度一致性,证明阴道角化细胞变化监测对判定大熊猫的发情及配种时机具有良好的指示意义.