Ethical Dilemmas in Applying Second-Wave Information Technology to Social Work Practice

Each chapter concludes with Summary and Selected References. I. INTRODUCTION. 1. What Is Social Work? Social Welfare. Social Work. Distinguishing Characteristics of Social Work. Sociology and Social Work. Psychiatry and Social Work. Psychology and Social Work. Counseling and Social Work. Social Work in the World Today. 2. The Evolution of Social Welfare and Social Work in the United States. Echoes of the Past. European Roots. Beginnings in the United States. Public Assistance and Social Welfare Emerge. Services of Volunteers. Social Workers Appear. 3. Education for Social Work. Social Work Education. Council on Social Work Education. II. SOCIAL WORK PRACTICE. 4. Generalist Practice and Introductory Theory. Need for a Theoretical Framework. Introductory Inner and Outer Forces Paradigm. Additional Model Definition. The Life Cycle and the Inner and Outer Forces Model. Social Functioning. Levels of Social Functioning. A Base for Generalist Social Work Practice. 5. Social Work Practice with Individuals. Work with the Individual: A Generalist Approach. Social Casework Defined. History of Social Casework. Trends in Casework. The Practice Framework. Methods of Social Casework. Problems in Social Casework. The Casework Process. The Multi-Systems Approach. 6. Social Work Practice with Groups. Historical Developments. Group Work Defined. Group Work Models. Formation of Groups. Selection of Group Members. Preparation of Group Members. Structuring the Group. Stages of Group. Group Work Settings. 7. Social Work Practice with Communities. What Is Community Organization? Beginnings of Community Social Work. Underlying Principles in Community Organization. Community Social Work Processes. Roles of the Community Organizer. Case Summaries. 8. Administration and Research. Administration. Research. III. SOCIAL WORK SERVICES. 9. Mental Health Services. Beginnings in Mental Health. Elements of the Mental Health Network. Essential Elements of Comprehensive Mental Health. Special Problems and Issues in Mental Health. 10. Social Work in Health Care. Definition of Social Work in Health Care. The Meaning of Illness. The Role of Social Work in Health Care. The Future of Social Work in the Health Care Services. Prevention and Social Work. 11. Social Work in the Schools. The Education Delivery System: New Approaches. Problems Plaguing the Public Schools. Beginnings in School Social Work. Social Work Practice in the Schools. Social Work Using a Group Approach. School Social Work and the Community. Working with Minorities. When the System Fails. 12. Social Security and Public Welfare. Government's Responsibility for Welfare. The Social Security Act. Aid to Families with Dependent Children. Government and Public Welfare. 13. Family and Child Welfare Services. Marriage and Family Counseling. Child Welfare Services. Home Care of Children. Foster Care of Children. Adoption Services. Protective Services. Child Sexual Abuse. 14. Correctional Services. The Social Problems of Delinquency and Crime. Social Work and Corrections. Social Work Practice in Corrections. Processes and Principles. Social Services and Case Examples. 15. Services for the Aged. Older Americans Act of 1965. White House Conference on Aging, 1971. Adequate Income. Appropriate Living Arrangements. Institutional Responsiveness and a New Attitude Toward Aging. Independence and Dignity. 16. Drug Abuse and Social Work. Misused Drugs and What They Do. Extent and Cost of Drug Abuse. Programs for Control, Prevention, and Treatment. Role of Social Work in Treatment. 17. Services with Minorities. Minority Problems. Social Services. Educational Developments. 18. Social Work in Rural Areas. Beginnings in Rural Social Work. Rural Social Work Practice. Roles of the Rural Social Worker. Rural Social Service Agencies. Distance Learning for Rural Social Work. 19. Case Management. Historical Developments. Case Management Defined. Case Management Research. IV. PROFESSIONAL DEVELOPMENT. 20. Social Work: A Maturing Profession. Criteria of a Profession. Historical Background. Social Work Today. 21. Social Work Prevention and Enrichment. Social Work Focus on Prevention. Problems Involved. Examples of Prevention. Implications of Prevention. Social Work Enrichment. 22. Social Work and the Future. Professional Maturation. Increase in Services. Professional Identification and Visibility. Licensing. Spirituality in Social Work Practice. Changing Continuum in Social Work Education. Development of the Role of Consultant. Status of Social Worker. Private Practice. Case Management. Advocacy Role. Improved Public Relations. Rural Social Work. Technology. Expansion of Leadership Roles. Increase in International Social Work. Prevention. Enrichment. Movement for Higher Quality. Name Index. Subject Index.

Interpersonal Social Work Skills for Community Practice

The Society for Social Work and Research (SSWR) created its Research Capacity and Development Committee in 2017 to build research capacity across the careers of social work scholars. The committee has initiated multiple conferences and webinar sessions that have increasingly focused on antiracist and antioppressive (ARAO) research, including "Mentorship for Antiracist and Inclusive Research" and "Strategies for Supporting Antiracist Pedagogy & Scholarship: Reimagining Institutional Systems & Structures." This commentary integrates themes from these sessions and other discussions among committee members about strategies to advance ARAO research. Although SSWR board members reviewed and approved this submission, it is not an official statement of SSWR or its board of directors.

Previous articleNext article FreeThe Life and Career of Matthew O. HowardJeffrey M. JensonJeffrey M. JensonUniversity of Denver Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreMatthew O. HowardView Large ImageDownload PowerPointOn December 15, 2018, social work and the Journal of the Society for Social Work and Research (JSSWR) lost one of its most prolific scholars, outstanding teachers, and thoughtful mentors in recent memory. Matthew O. Howard, PhD—the Frank A. Daniels Distinguished Professor of Human Services Policy Information and associate dean for doctoral education in the School of Social Work at the University of North Carolina at Chapel Hill—passed away following a lengthy hospitalization. As an associate editor for JSSWR, Matthew had a significant impact on improving the quality and influence of the journal. He will be sorely missed by our editorial team.Matthew was a consummate scholar who possessed a singular ability to understand and conceptualize social problems of all types. His research contributed greatly to existing knowledge of the etiology, prevention, and treatment of substance abuse, alcohol dependence, and mental health disorders. And, Matthew’s provocative articles assessing the state of social work education, practice, and research set forth ideas that will affect the trajectory of social work for years to come. His passion for knowledge—conveyed quietly and effectively to countless graduate students—was felt deeply by the many lives he touched over the course of an academic career that included appointments in the Department of Psychiatry and Behavioral Sciences at the University of Washington, the Department of Psychiatry at the Oregon Health Sciences University, the George Warren Brown School of Social Work at Washington University in St. Louis, the School of Social Work and the Department of Psychiatry at the University of Michigan, and the University of North Carolina at Chapel Hill.Matthew’s training in social work coincided with my own enrollment in the University of Washington School of Social Work doctoral program in 1984. Matthew and I became immediate and close friends during our graduate studies in Seattle, and we spent hours discussing social work, class assignments, and the research projects we worked on as doctoral students. Many of these conversations occurred in an alley coffee shop in Seattle’s University District, just a stone’s throw from the School of Social Work. Known by the employees as “Matt and Jeff,” we were treated as regulars who would sit at our customary window table for what was likely far too long. It was a time of great intellectual pursuit, and I had found the perfect colleague and friend with whom to share ideas and discuss future plans. It was the beginning of a personal friendship and professional relationship that lasted 34 years.Matthew entered doctoral education with a well-developed interest in understanding the etiology of alcohol and other substance use disorders. Over the nearly four decades that followed, he devoted his career to conducting basic and applied research aimed at ameliorating substance abuse dependence and co-occurring problems associated with alcohol and drug abuse. He became particularly well known for his basic research and intervention studies addressing the vexing problem of inhalant abuse (e.g., Howard, Balster, Cottler, Wu, & Vaughn, 2008; Howard, Bowen, Garland, Perron, & Vaughn, 2011; Howard & Jenson, 1999b). Matthew’s innovative and rigorous research in this area led to three grants from the National Institute on Drug Abuse and to widespread recognition as one of the world’s foremost experts on inhalant abuse. In recent years, Matthew extended his work to testing mindfulness-oriented interventions for people with chronic pain and opioid misuse. His coinvestigator in much of this work was Eric Garland, professor and associate dean for research in the University of Utah College of Social Work. Eric, a former student of Matthew’s at the University of North Carolina at Chapel Hill, describes some of the important lessons he learned under Matthew’s tutelage in an accompanying article in this issue (Garland, 2019).Matthew also made significant contributions to social work education and research. In the Aaron Rosen Lecture at the 2015 Annual Conference of the Society for Social Work and Research, Matthew traced key developments in social work during the past 30 years and reflected on a vision of the field that stretched to 2044—30 years into the future (Howard & Garland, 2015). The ideas he shared in this lecture have provided a useful framework for assessing the relatively recent history of social work and addressing the challenges in educating master’s-level practitioners and doctoral students in the future. Matthew delivered a similarly thought-provoking lecture on the current state and future of social work doctoral education at the 2016 Annual Conference of the Group for the Advancement of Doctoral Education. Ideas presented in his lectures were coupled with action. One such example is illustrated by Matthew’s early development of a University of North Carolina at Chapel Hill doctoral-level course on conducting systematic reviews. Students in this class often produced publishable papers as a result of Matthew’s fastidious attention to breadth and quality. In earlier work at the Brown School of Social Work at Washington University in St. Louis, Matthew and colleagues advanced the idea of evidence-based practice as a paradigm for training MSW social work practitioners (Howard, McMillen, & Pollio, 2003). Enola Proctor, the Shanti K. Khinduka Distinguished Professor in the Brown School of Social Work at Washington University in St. Louis, was a colleague of Matthew’s at the time. She remembers Matthew as… a brilliant scholar and dear person. Highly regarded for his excellence in the classroom at the Brown School, he was demanding yet was a frequent winner of student-elected teaching awards. Matthew used his seemingly boundless energy to better the fields of addiction research and social work practice. He had my highest respect and unending affection. His passing is a tremendous loss to our field and community of scholars [and] saddens me deeply. (E. Proctor, personal communication, January 9, 2019)In 1999, Matthew and I had the good fortune to guest edit a special issue of Research on Social Work Practice that explored the utility of clinical practice guidelines for social work practice (Howard & Jenson, 1999a). Collectively, Matthew’s lectures and published papers assessing the state of social work education and practice stimulated debate and produced tangible curricula changes in schools across the country.A prolific writer, Matthew published more than 250 peer-reviewed papers in his career. His written work also included 40 book reviews, editorials, and government reports. Matthew’s h-index of 55 and nearly 9,000 citations of his work to date illustrate just how much his scholarship was valued by colleagues. His written contributions will be recognized and used by practitioners, policymakers, and researchers for decades to come.Matthew was a fellow and a board member of the American Academy of Social Work and Social Welfare and a fellow of the Society for Social Work and Research. A proponent of interdisciplinary work, he also was a faculty research fellow in the Cecil G. Sheps Center for Health Services Research at the University of North Carolina at Chapel Hill at the time of his passing. Matthew’s devotion to empirical research and scholarship is widely recognized. However, what may be most impressive about Matthew’s career is the recognition he received as both a scholar and a teacher. He was awarded eight outstanding teaching and mentoring awards from students and colleagues at Washington University in St. Louis and the University of North Carolina at Chapel Hill. Two of Matthew’s doctoral students at North Carolina (Eric Garland, University of Utah; and Carrie Pettus-Davis, Florida State University) received Doctoral Fellow Awards from the Society for Social Work and Research. Matthew connected with his students by combining high scientific standards with a compassionate approach to helping people succeed. He was soft-spoken, but his ideas and words carried great weight and influence.Matthew’s service to the fields of social work and addiction was also exemplary. He reviewed manuscripts for more than 60 different academic journals in his career. He was on the editorial boards of more than 50 journals—including serving a JSSWR associate editor for the past several years—and he previously served as editor-in-chief of the Journal of Social Service Research, Social Work Research, and the Journal of Addictive Diseases. Matthew also was vice president and served on the Society for Social Work and Research Board of Directors from 2005 to 2008.The task of summarizing the life and career of a prolific and impactful scholar, teacher, and mentor like Matthew is daunting. Mark Fraser, professor emeritus at the University of North Carolina at Chapel Hill and the founding editor of JSSWR, was a longtime friend, collaborator, and colleague. Reflecting on Matthew’s career, he recalls,As a scholar and a teacher, Matthew was eloquent and encyclopedic. Students flocked to his classes. A gentle spirit who treasured collaboration with others, his greatest joys came in exploring new ideas and reading recent research. In the profession as a thought leader, Matthew was a tour de force. At once, he was creative, insightful, sensitive, critical, and thorough. Matthew was—quite simply—incomparable. (M. Fraser, personal communication, January 8, 2019)Tangible accomplishments like those summarized here do not tell the complete story of a person. Matthew had an uncanny ability to effectively express his strong personal beliefs and ethical values in everyday interactions with friends and colleagues. He had a deep interest in applying the lessons gained from his own empirical work to promote fairness and equity for all people. Matthew’s invaluable input and feedback to students and colleagues about their ideas, papers, or projects came with great civility and kindness. He was an insatiable reader whose knowledge extended to topics well beyond social work or the addictions. In this sense, one could discuss a wide range of topics with Matthew with the preordained understanding that he had very likely already read much of what had been written on the topic. Matthew’s longstanding practice of underscoring written text with yellow highlighters was applied to thousands of empirical and conceptual articles and manuscripts during his career.On a personal level, Matthew enjoyed taking walks, listening to music, and reading novels and poetry. His wry sense of humor often left many of his closest friends and colleagues writhing in laughter. I was among them.JSSWR is proud to count Matthew as one of its most influential associate editors and contributors. His place as an important teacher and scholar in social work education and research is secure. Matthew’s many contributions will be discovered anew by emerging scholars for decades to come. His presence in social work and the broad field of the addictions will be missed by us all.NotesJeffrey M. Jenson, PhD, is Editor-in-Chief of the Journal of the Society for Social Work and Research and the Phillip D. & Eleanor G. Winn Endowed Professor Children and Youth at the University of Denver Graduate School of Social Work.Correspondence regarding this article should be directed to Jeffrey M. Jenson, University of Denver, 2148 S. High St., Denver, CO 80208 or via e-mail to [email protected]ReferencesGarland, E. L. (2019). Standing on the shoulders of giants: Matthew O. Howard as a mentor and his influence on the science of mindfulness as a treatment for addiction. Journal of the Society for Social Work and Research. Advance online publication. doi:10.1086/702654First citation in articleGoogle ScholarHoward, M. O. (2016, March 31). Hot topics in doctoral education. Presentation at the 2016 Annual Conference of the Group for the Advancement of Doctoral Education, Chapel Hill, NC.First citation in articleGoogle ScholarHoward, M. O., Balster, R., Cottler, L. B., Wu, L., & Vaughn, M. G. (2008). Inhalant use among incarcerated adolescents: Prevalence, characteristics, and predictors of use. Drug and Alcohol Dependence, 93, 197–209. https://doi.org/10.1016/j.drugalcdep.2007.08.023First citation in articleCrossrefGoogle ScholarHoward, M. O., Bowen, S., Garland, E. L., Perron, B. E., & Vaughn, M. G. (2011). Inhalant use and inhalant use disorders in the United States. Addiction Science & Clinical Practice, 6, 18–31.First citation in articleGoogle ScholarHoward, M. O., & Garland, E. L. (2015). Social work research: 2044. Journal of the Society for Social Work and Research, 6, 173–200. https://doi.org/10.1086/681099First citation in articleLinkGoogle ScholarHoward, M. O., & Jenson, J. M. (1999a). Clinical practice guidelines: Should social work develop them? Research on Social Work Practice, 9, 283–301. https://doi.org/10.1177/104973159900900302First citation in articleCrossrefGoogle ScholarHoward, M. O., & Jenson, J. M. (1999b). Inhalant use among antisocial youth: Prevalence and correlates. Addictive Behaviors, 24, 59–74. https://doi.org/10.1016/s0306-4603(98)00039-2First citation in articleCrossrefGoogle ScholarHoward, M. O., McMillen, J. C., & Pollio, D. (2003). Teaching evidence-based practice: Toward a new paradigm for social work education. Research on Social Work Practice, 13, 234–259. https://doi.org/10.1177/1049731502250404First citation in articleCrossrefGoogle Scholar Previous articleNext article DetailsFiguresReferencesCited by Journal of the Society for Social Work and Research Volume 10, Number 1Spring 2019 Published for the Society for Social Work and Research Article DOIhttps://doi.org/10.1086/702653HistoryPublished online February 04, 2019 © 2019 by the Society for Social Work and Research. All rights reserved.PDF download Crossref reports no articles citing this article.

Previous articleNext article No AccessThe Utilization of Reinforcement Theory in Social Group Work PracticeEugene Aronowitz and Denise WeinbergEugene Aronowitz Search for more articles by this author and Denise Weinberg Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Social Service Review Volume 40, Number 4Dec., 1966 Article DOIhttps://doi.org/10.1086/641978 Views: 9Total views on this site Citations: 8Citations are reported from Crossref Copyright 1966 The University of ChicagoPDF download Crossref reports the following articles citing this article:Jiayu Zhang, Xiaodong Yang, Hao Wang Age-friendly regeneration of urban settlements in China: Game and incentives of stakeholders in decision-making, Land Use Policy 111 (Dec 2021): 105745.https://doi.org/10.1016/j.landusepol.2021.105745Herui Cui, Ruoyao Wang, Haoran Wang An evolutionary analysis of green finance sustainability based on multi-agent game, Journal of Cleaner Production 269 (Oct 2020): 121799.https://doi.org/10.1016/j.jclepro.2020.121799Xiaodong Yang, Jiayu Zhang, Geoffrey Qiping Shen, Yingying Yan Incentives for green retrofits: An evolutionary game analysis on Public-Private-Partnership reconstruction of buildings, Journal of Cleaner Production 232 (Sep 2019): 1076–1092.https://doi.org/10.1016/j.jclepro.2019.06.014Harold Eugene Briggs, Wendell Cox, Caroline N. Sharkey, Nicole Corley, Adam Christopher Briggs, Michelle Black The Role of Behavioral Theory in Model Development Research with Single Parent Families, Child and Adolescent Social Work Journal 33, no.44 (Nov 2015): 349–363.https://doi.org/10.1007/s10560-015-0428-yBRUCE A. THYER Behavior Modification in Social Work Practice, (Jan 1983): 173–216.https://doi.org/10.1016/B978-0-12-535615-2.50009-7John S. Wodarski, Ronald A. Feldman, Stephen J. Pedi Reduction of antisocial behavior in an open community setting through the use of behavior modification in groups, Child Care Quarterly 5, no.33 (Sep 1976): 198–210.https://doi.org/10.1007/BF01554527John S. Wodarski, Ronald A. Feldman, Norman Flax Social learning theory and group work practice with antisocial children, Clinical Social Work Journal 1, no.22 (Jun 1973): 78–93.https://doi.org/10.1007/BF01793603Geoffrey Channon A Selective Bibliography, Australian Social Work 26, no.22 (Jan 1973): 43–51.https://doi.org/10.1080/03124077308549397

What do we know about the of social work service? How, where, and why does vary? Most important, what do we know about how we might work improve the of care? For nearly two decades, of has been the focus of sustained attention in health care. Professional organizations, accrediting bodies, government regulating agencies, and researchers have worked advance conceptual and operational understandings of what constitutes of and develop markers or indicators guide assessment. A substantial research now focuses on the systematic exploration of variations in care, and improvement vigorously pursued. Serious concerns about persist. Indeed of recognized as ranking among the most pressing issues in current health policy. The National Academy of Science's Institute of Medicine (2001) recently concluded that [b]etween the health we have and the we could have lies not just a gap, but a chasm. Quality no less pressing a concern for social work. We have no reason believe that social work immune chasms such as those prevailing in health and mental health care. Quality assurance and improvement have been addressed by social work organizations for more than 25 years. Social work has addressed issues of largely through the professional model of improvement (Palmer & Adams, 1993), which through credentialing, education and certification, licensure, and standards for care. The National Association of Social Workers has established standards for in several areas, including clinical social work, cultural competence, school social work, and case management. The NASW Code of Ethics (2000) identities competence as a core value and component of the foundation for social work's unique purpose and perspective. Most of these standards are expressed in terms of the knowledge, training, and comportment of individual social workers. Standards for have been advanced by other organizations. Working with NASW, the Society for Social Work Administrators in Health Care, of the American Hospital Association, pioneered the development of high-risk screens and methods evaluate patient satisfaction. The current Society for Social Work Leadership in Health Care works advance its goal to foster and maintain the in social work practice through, in part, the establishment of standards of for domestic violence, child abuse/neglect, and elder abuse/ neglect. Likewise, such organizations as the Joint Commission on Accreditation of Healthcare Organizations and the Child Welfare League of America have established standards, standards of excellence, or standards of best The Child Welfare League of America requires agencies meet standards for assurance and offers technical assistance in creating and implementing assurance programs. At the local level, many individual agencies work creatively and energetically establish their own improvement indicators, largely of service processes such as timeliness in response client requests for service. The quality agenda may constitute yet another gap between social work research and practice. Although many social work organizations express commitment advancing standards for care, the topic of all but absent in the social work literature. Social work research reflects little if any attention such issues as how defined, what indicators in extant data bases or service records can appropriately reflect quality, or how and where of varies. The profession would be well served by sustained, concerted research on and particularly on the gap between care that is and care that could be. …

The model for this study derived from my combined MSW and MBA degrees as well as from my observations over the years, as a social work educator and practitioner, that a good deal of social work practice included the application of corporate management functions. Some important differences or modifications do, however, distinguish social work practices from the functions of true corporte management. Hospital care managers were a most promising group on whom to test my hunches because hospital social work care management practice is carried out in a service delivery setting which is analogous to a corporate milieu. A hospital milieu is, like a large for-profit corporation, characterized by complexity, ambiguity, and practice among a range of health care personnel working on teams to achieve patient care goals. Such hospital settings also are characterized by the necessity for rapid and streamlined decision-making, quick assessment, time-limited interventions, efficient and creative application of scarce resources, and constant empirical evaluation of goal achievement and outcomes. Social work care management practitioners in complex hospital settings were therefore an ideal group among which to test my management ideas. The management model for the care management study of 245 care management outcomes in 13 general hospitals posits six management functions and subsumes a variety of care management activities carried out by social workers in each of the six management categories. These management functions and care management activities formed the units of analysis for the study data. Figure 1 depicts the management functions and activities within each management function. In short, care management is a continuous process which includes direct clinical interventions. But most important in the current managed care climate, care management is dominated by an interlocking, interdisciplinary set of management functions which are designed to ensure cost-efficient and effective interventions with clients, families, groups, organizations, and communities. Good management assures optimal service outcomes for clients, many of whom experience complex, interwoven, long-term, and often quite intractable, problems. STUDY FINDINGS: WHAT SOCIAL WORK CARE MANAGERS ACTUALLY DO Previous studies of the management aspects of care management (Mizrahi & Berger, 1998, 2001) focused on the views of directors of social services in large hospitals. The care management outcomes study described in this article is on the other hand the first to focus on the use of management skills and techniques in social work care management practice interventions by line social work care managers, those in direct contact with clients. The study was undertaken in April-May, 1998 under the auspices of the Massachusetts chapter of the National Association of Social Workers. The study obtained 245 care management outcomes among 122 social work care managers in 13 hospital settings in the Boston, Greater Boston, and Western Massachusetts areas. (See Appendix 1 for a list of participating hospitals and directors of Social Services). Results of this study, from a strictly clinical social work intervention point of view, were reported in a paper delivered at the Council on Social Work Education Annual Program Committee Meeting (Brooks, Veeder, Brill, Sankar, and Daniels, 1999). SAMPLE The study sample of 122 social work care managers was purposively selected from among the larger general hospitals in Boston, Greater Boston, and Western Massachusetts. The initial choice of hospitals was made by the NASW Ad Hoc Case Management Task Force which consisted of health care social work administrators and social work research and field educators in the Boston area. The Ad Hoc Task Force designed the study and jointly selected the study settings. The National Association of Social Workers (Massachusetts chapter) wanted data about care management outcomes in order to shore up the social work care management function in hospitals which at the time were under siege. …

Although professional social work in Egypt has a 100-year history, there is a dearth of information in English about social work in Egypt and other non-Western countries. Five domains of social work in Egypt are (1) the international flow of Western social work practice into Egypt, (2) modern social work, (3) social work research and social work interventions, (4) social work education, and (5) fields of practice. These five domains that inform modern social work in Egypt were produced from international flows of Western social work practice into Egypt. It was also produced from social work research and social work intervention. Modern social work also comes from teaching bachelor of social work students professional social work courses. Social work knowledge was adapted, authenticated, and indigenized to meet local context. These five dominated themes have been detailed and explained. International flows of Western social work practice into Egypt include transmission (transplantation), authentication, and indigenization. Modern social work in Egypt includes social work practice and social welfare policy. Social work research has included explanatory, descriptive and experiment social work research studies. Social work intervention has included social work intervention of aiming at solving problems and stressors and social work intervention of aiming at applying resources for change. Fields of social work practice includes family and child Social Work and school social work. Social work education is focused only on Bachelor of Science in Social Work covering the professional social work courses group work practice, social casework practice, community organization, social welfare planning, policy and administration, fields of social work practice. A synthetic approach that knits together these five themes entail that modern social work has been produced from international flows of Western social work practice into Egyptian context. It is also produced from social work research and social work intervention. Modern social work also comes as results of teaching Bachelor Social Work (BSW) students the professional social work courses.

Over past decade, there has been an increasing recognition that social work should be evidence based. The potential contribution of evidence-based practice (EBP) to effectiveness, efficiency, and accountability of social work education and practice has been emphasized (Gambrill, 1999, 2007; Gellis & Reid, 2004; Gilgun 2005; Thyer, 2004). This article reflects on reasons, preconditions, and effects of adopting EBP in social work. These issues are important but are rarely examined. We find that proponents of EBP in social work are conservative toward problem that research evidence is not used by practitioners. They neglect preconditions for implementing EBP and are not sensitive to negative effects of adopting EBP in social work. MEANING AND PERFORMANCE OF EBP IN SOCIAL WORK In terms of meaning of EBP, many scholars in social work (for example, Gambrill, 1999; Gibbs & Gambrill, 2002; Gilgun, 2005; Thyer, 2004) follow definition of evidence-based medicine, such as the integration of best research evidence with clinical expertise and patient values (Sackett, Straus, Richardson, Rosenberg, & Haynes, 2000, p. 1). Regarding performance of EBR five steps of evidence-based medicine formulated by Sackett et al. (2000) are also followed by social work scholars (for example, Gibbs & Gambrill, 2002; Thyer, 2004). The five steps are as follows: first, to covert one's need for information into an answerable question; second, to search best evidence to answer that question; third, to critically evaluate that evidence; fourth, to integrate critical evaluation of research evidence with one's clinical expertise and with patient's unique biology, values, and circumstances; and fifth, to evaluate one's own effectiveness and efficiency in undertaking previous steps and to strive for self-improvement. REASONS TO ADVOCATE EBP IN SOCIAL WORK A review of literature on EBP in social work reveals two fundamental reasons for academics to advocate EBP in social work. According to Gibbs and Gambrill (2002), Rosen (2003), and Crisp (2004), one obvious reasons to advocate EBP in social work is that social workers in service agencies have seldom applied research evidence to their practice. These academics all based their arguments on studies by Kirk and Rosenblatt (1981), Rosen (1994), and Rosen, Proctor, Morrow-Howell, and Staudt (1995), in which findings revealed that social workers rarely use and value research evidence in their decision making for interventions and other practices. Another reason is that EBP is believed to be able to promote utilization of research findings in social work education and practice. For example, to advocate EBP in social work education, Howard, McMillen, and Pollio (2003) highlighted importance of empirical research to effective social work practice; they argued that scientific findings should guide selection and application of social work practice and that social workers should remain current with a growing scientific database. DISCUSSION AND SUGGESTIONS EBP has potential benefits to social work. First, social work has been obsessed with professional status (O'Neill, 1999). The emphasis of research evidence in EBP social work can enhance credibility of social work profession. Second, it has been found that social workers seldom use research evidence in practice (Rosen, 1994; Rosen et al., 1995; Sheldon & Chilvers, 2000). The emphasis of research evidence in EBP social work can promote integration of research evidence into social work practice. However, realization of benefits of adopting EBP in social work is subject to many factors, such as relevance of evidence to social work practice. A reflection on reasons, preconditions, and effects of adopting EBP in social work indicates that present implementation of EBP may result in much harm. Reflection on Reasons to Advocate EBP A reflection on two fundamental reasons to advocate EBP in social work will reveal beguiling rationale when we make a simple comparison of it with consumers' neglect of industrial products or business services. …

The multicultural reality in the United States entails a harsh reality of oppressions and various forms of socio-economic injustice. The evolution of policies in the National Association of Social Workers (NASW) and the Council on Social Work Education (CSWE) represents a shift of recognition and response to this phenomenon. There has been increasing concern in academia for the importance and urgency of enhancing multicultural competence of social work practitioners. This paper introduces and critiques existing NASW and CSWE policies relating to multicultural competence in social work practice and evaluates various conceptual models on multicultural social work practice and education. Implications for Taiwanese multicultural social work education and practices are provided.

Previous articleNext article No AccessSocial Work: Science and ArtWerner W. BoehmWerner W. Boehm Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Social Service Review Volume 35, Number 2Jun., 1961 Article DOIhttps://doi.org/10.1086/641041 Views: 46Total views on this site Citations: 10Citations are reported from Crossref Copyright 1961 The University of ChicagoPDF download Crossref reports the following articles citing this article:Eileen Gambrill The Promotion of Avoidable Ignorance in the British Journal of Social Work, Research on Social Work Practice 29, no.44 (Jun 2018): 455–469.https://doi.org/10.1177/1049731518763953Stanley L. Witkin Social Construction as a Transforming Framework, (Jan 2016): 11–32.https://doi.org/10.1057/978-1-137-34643-8_2Shenyang Guo Shaping Social Work Science, Research on Social Work Practice 25, no.33 (Mar 2014): 370–381.https://doi.org/10.1177/1049731514527517Jeanne C. Marsh Thinking Fast and Slow About Causality, Research on Social Work Practice 24, no.55 (Nov 2013): 548–551.https://doi.org/10.1177/1049731513513642Dexter R. Voisin, Marleen Wong, Gina Miranda Samuels A Response to Anastas and Coffey, Research on Social Work Practice 24, no.55 (Nov 2013): 581–585.https://doi.org/10.1177/1049731513510046John S. Brekke Shaping a Science of Social Work, Research on Social Work Practice 22, no.55 (Apr 2012): 455–464.https://doi.org/10.1177/1049731512441263Barbara R. Wheeler, W. Eugene Gibbons Social Work in Academia, Journal of Social Work Education 28, no.33 (Feb 2014): 300–311.https://doi.org/10.1080/10437797.1992.10778783Francis A. Taylor The Numerate Social Worker, Journal of Social Work Education 26, no.11 (Jun 2013): 25–35.https://doi.org/10.1080/10437797.1990.10672131LOUIS A. QUATRANO, HAROLD SILVERMAN, BRUCE BERGLAND, PERRY HALL Equalizing Opportunity: Training Indigenous Personnel as Mental Health Counselors, Counselor Education and Supervision 15, no.22 (Dec 2011): 95–104.https://doi.org/10.1002/j.1556-6978.1975.tb00992.xRICHARD B. CAPLE A Molar Model for the Training of Student Personnel Workers, Counselor Education and Supervision 12, no.11 (Dec 2011): 31–41.https://doi.org/10.1002/j.1556-6978.1972.tb01535.x

Heeding the Call: Advances in Social Work Intervention Research

Over the past decade, the use of computer technology has grown in both social work practice and social work education. Symposia (Geiss & Viswanathan, 1986), conferences (LaMendola, Glastonbury, & Toole, 1989), texts (Caputo, 1988; Schoech, 1982), and even new journals (for example, Computers in Human Services and Computer Applications in Social Work) have appeared that are devoted to proselytizing and demonstrating how computers can be integrated into social work practice. There have even been several articles in social work journals that promote interactive video technology as an educational tool (Lynett, 1985; Reinoehl & Shapiro, 1986; Wodarski & Kelly, 1987). Unfortunately, few computer programs have been developed in social work that try to teach practice skills (Goldberg & Middleman, 1987; Maple, Kleinsmith, & Kleinsmith, 1991), and only a handful of programs are now beginning to appear that incorporate video technology (Carlson, Bogen, & Pettit, 1989; Maypole, 1991; Seabury & Maple, 1990). This article discusses how computers may be used in social work education to teach students practice skills and also presents two interactive videodisk (IVD) programs the authors have developed. We are strongly aware of the resistance to computer technology (Cooper, 1989; Mandell, 1989) and the doubts that many of our social work colleagues have expressed about the use of computers to teach interpersonal practice skills. Many colleagues have pointed out that a computer program simply cannot capture the complexity or the subtleties of a live interview. We agree that students' field experiences are paramount in teaching practice skills, but we also argue (based on our combined 45 years of classroom teaching) that practice skills can also be developed in role playing, simulations, and watching and discussing video and films of social work practice. We also know from more than 300 systematic student evaluations of computer programs used in introductory social work methods courses that social work students are extremely positive about these programs as learning experiences. Computer-Assisted Instructional Programs That Teach Practice Skills I-View Skills (Goldberg & Middleman, 1987) and Goal-Focused Interviewing (Maple et al., 1991) were the first two computer-assisted instructional (CAI) programs we tried in our courses. We carefully evaluated these two CAI programs to discover the students' responses to them. Over the past four years, 385 students have completed one or both of these programs, and their evaluations have been overwhelmingly positive. I-View Skills Program I-View Skills was the first CAI program we began using four years ago in the introductory interpersonal practice course. Seventy-nine students voluntarily completed this program, and their responses have been reassuringly positive. Ninety-five TABULAR DATA OMITTED percent of the students felt that I-View Skills did teach them interviewing skills, and 84 percent felt they could take these skills into practice. Only one-fifth (21 percent) of the students felt that the program was harder to complete than expected, and only 4 percent had trouble following the instructions and exercises in the program. The ease with which students completed the program may reflect their prior experience with computers. Of the 79 students, only 13 percent were first-time users, 72 percent had some prior experience with computers, and 15 percent had fairly extensive prior experience. In general, the students were overwhelmingly positive about the I-View Skills program. More than 9 out of 10 felt that this program was a positive learning experience and they would recommend it to their classmates. Most of the negative feedback we received about this program concerned specific aspects of the program's structure. For example, students wanted to be able to move backward as well as forward through the program, and some complained that the quizzes did not give them feedback about their wrong answers or explain what the correct answer was supposed to be. …

Een zoektocht naar de identiteit van het sociaalwerkonderzoek: een reflectie over de kenmerken van een academische discipline

• Summary: Social work has developed to meet the needs of an industrializing society. As environmental concerns have increased, national, and international social work organizations have called on social workers to incorporate issues of the environment into their professional practice. Although there is a small body of literature related to social work and the environment, the profession has not fully embraced the need to incorporate these issues into social work education or practice. This cross-sectional survey in the United States of a random sample of National Association of Social Workers (NASW) members ( n = 373) was designed to gauge the environmental knowledge and attitudes of social work professionals. • Findings: Though social work shares many of the same underlying tenets of groups interested in environmental justice, results suggest that social workers as a profession are no more, nor less, environmentally friendly than the general population. • Applications: By failing to incorporate ecological issues facing the United States and abroad, our current social policies are at best not sustainable, and at worst dangerous for our continued social well-being. Social workers can play a leading role through an understanding of the interrelationship that exists between people and the environment, the integration of environmental issues into their social work practice, and advocating for vulnerable populations.